The Experts below are selected from a list of 131556 Experts worldwide ranked by ideXlab platform
Saad Shawer - One of the best experts on this subject based on the ideXlab platform.
-
teacher driven curriculum development at the Classroom Level implications for curriculum pedagogy and teacher training
Teaching and Teacher Education, 2017Co-Authors: Saad ShawerAbstract:Abstract This paper examined the motives behind EFL/ESL Classroom-Level curriculum development. The study was grounded in teacher curriculum development (Craig, 2006), curriculum implementation (Snyder, Bolin & Zumwalt, 1992) and teacher curriculum-making (Doyle, 1992). Individual teacher interpretations of the same (formal) curriculum drive teachers to transform a single curriculum into multiple (taught) curricula through teacher and student experiences in different contexts. Teacher interpretations also inspire teachers to adopt particular learning outcomes, content, teaching strategies, and assessment targets and methods rather than others. Since teacher curriculum interpretations drive teachers to make different decisions about the same curriculum, teachers either develop or transmit curriculum at the Classroom Level (Jackson, 1992). Being so, possible factors behind Classroom-Level curriculum developments were examined to illuminate curriculum design, implementation and development, alongside teaching, learning and teacher training. Moreover, this research design made use of the qualitative paradigm through qualitative case-studies, qualitative interviews, participant observations and the constant comparative method to understand individual constructions of the taught curriculum. Major findings indicate preservice teacher training, teaching experience, and teacher content and teaching styles were significant motives behind Classroom-Level curriculum developments. Other factors include curriculum policy in terms of curriculum content, pedagogical and assessment orientations, teacher curriculum development opportunities and teacher soft skills. The study provides recommendations for curriculum and instruction, teacher education and future research.
-
Classroom Level teacher professional development and satisfaction teachers learn in the context of Classroom Level curriculum development
Professional Development in Education, 2010Co-Authors: Saad ShawerAbstract:This qualitative study examined the impact of Classroom‐Level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English‐as‐a‐foreign‐language college teachers and students, data analysis showed that CTPD significantly improved student–teacher subject, pedagogical and curricular skills and professional satisfaction. Data analysis, however, indicated that teacher curriculum transmission resulted in neither teacher professional development nor satisfaction. The study provided recommendations for teacher, curriculum and school development.
-
Classroom Level curriculum development efl teachers as curriculum developers curriculum makers and curriculum transmitters
Teaching and Teacher Education, 2010Co-Authors: Saad ShawerAbstract:Abstract This qualitative study aimed to explore teacher curriculum approaches and the strategies attached to each approach because they influence the taught curriculum, teacher development and student learning. The study was therefore grounded in teacher curriculum development, curriculum implementation, teacher development, student cognitive and affective change and constructivism. To address this study's qualitative and exploratory purposes, it made use of the qualitative paradigm at the Levels of ontology (multiple curriculum realities), epistemology (interaction with rather than detachment from respondents) and methodology (using idiographic methodology and instruments). In line with the qualitative paradigm, it used qualitative case-study (method), general interviews, pre/post-lesson interviews, group interviews and participant observation (data collection methods) in addition to grounded theory (data analysis approach) to meet the research purposes. Working with English as a foreign language (EFL) teachers and mixed-nationality college students, the study reached a teacher curriculum approach classification comprising curriculum-transmission, curriculum-development and curriculum-making. It recommended alternatives for teacher, student and curriculum development, curriculum implementation and teacher training.
-
Classroom‐Level teacher professional development and satisfaction: teachers learn in the context of Classroom‐Level curriculum development
Professional Development in Education, 2010Co-Authors: Saad ShawerAbstract:This qualitative study examined the impact of Classroom‐Level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English‐as‐a‐foreign‐language college teachers and students, data analysis showed that CTPD significantly improved student–teacher subject, pedagogical and curricular skills and professional satisfaction. Data analysis, however, indicated that teacher curriculum transmission resulted in neither teacher professional development nor satisfaction. The study provided recommendations for teacher, curriculum and school development.
Jacquelynne S. Eccles - One of the best experts on this subject based on the ideXlab platform.
-
Heterogeneity of student perceptions of the Classroom climate: a latent profile approach
Learning Environments Research, 2017Co-Authors: Katerina Schenke, Erik Ruzek, Arena C. Lam, Stuart A. Karabenick, Jacquelynne S. EcclesAbstract:Student perceptions are a pivotal point of measurement for understanding why Classroom learning environments are effective. Yet there is some evidence that student perceptions cannot be reliably aggregated at the Classroom Level and, instead, could represent idiosyncratic experiences of students. The present study examines whether heterogeneity in student perceptions of the Classroom climate has implications for student achievement. We use data from 1428 seventh grade students in 75 mathematics Classrooms from the Michigan Study of Adolescent and Life Transitions. Three dimensions of student perceptions of the Classroom were measured: emotional support, autonomy support and performance focus. To obtain a measure of heterogeneity, we first reduced the data using latent profile analysis to describe profiles of students’ perceptions of the Classroom. Next, we quantified the heterogeneity of student perceptions within Classrooms using Simpson’s D. Classroom-Level heterogeneity (Simpson’s D) of students’ perceptions was negatively associated with students’ mathematics achievement, even after controlling for individual- and Classroom-Level previous achievement, student’s prior perceptions and other variables. Findings suggest that measures of heterogeneity in student perceptions might be important for understanding Classroom- and teacher-Level effects on student outcomes.
Katerina Schenke - One of the best experts on this subject based on the ideXlab platform.
-
Heterogeneity of student perceptions of the Classroom climate: a latent profile approach
Learning Environments Research, 2017Co-Authors: Katerina Schenke, Erik Ruzek, Arena C. Lam, Stuart A. Karabenick, Jacquelynne S. EcclesAbstract:Student perceptions are a pivotal point of measurement for understanding why Classroom learning environments are effective. Yet there is some evidence that student perceptions cannot be reliably aggregated at the Classroom Level and, instead, could represent idiosyncratic experiences of students. The present study examines whether heterogeneity in student perceptions of the Classroom climate has implications for student achievement. We use data from 1428 seventh grade students in 75 mathematics Classrooms from the Michigan Study of Adolescent and Life Transitions. Three dimensions of student perceptions of the Classroom were measured: emotional support, autonomy support and performance focus. To obtain a measure of heterogeneity, we first reduced the data using latent profile analysis to describe profiles of students’ perceptions of the Classroom. Next, we quantified the heterogeneity of student perceptions within Classrooms using Simpson’s D. Classroom-Level heterogeneity (Simpson’s D) of students’ perceptions was negatively associated with students’ mathematics achievement, even after controlling for individual- and Classroom-Level previous achievement, student’s prior perceptions and other variables. Findings suggest that measures of heterogeneity in student perceptions might be important for understanding Classroom- and teacher-Level effects on student outcomes.
Barry J. Fraser - One of the best experts on this subject based on the ideXlab platform.
-
Relationships between the school-Level and Classroom-Level environment in secondary schools in South Africa
South African Journal of Education, 2011Co-Authors: Jill M. Aldridge, Barry J. Fraser, Rüdiger C. LaugkschAbstract:We report research into associations between the school-Level and Classroom-Level environment in science Classrooms in South Africa. An instrument, developed to assess students’ perceptions of their Classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province. In addition, the teachers of each of the 50 classes responded to a questionnaire developed to assess factors in the school-Level environment (such as the adequacy of resources, parental involvement and collegiality). The data collected using the two questionnaires were analysed to examine whether the environment created at the school Level was linked to the likelihood of teachers successfully implementing outcomes-based education at the Classroom Level. Keywords: Classroom-Level environment; learning environment; outcomes- based education; school-Level environment; science education; South Africa
-
relationship between school Level and Classroom Level environments in secondary schools
Journal of Educational Administration, 1997Co-Authors: Jeffrey P. Dorman, Barry J. Fraser, Campbell J. McrobbieAbstract:Investigates relationships between school and Classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of Classroom environment (student affiliation, interactions, co‐operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and Classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the Classroom.
-
Relationship between school‐Level and Classroom‐Level environments in secondary schools
Journal of Educational Administration, 1997Co-Authors: Jeffrey P. Dorman, Barry J. Fraser, Campbell J. McrobbieAbstract:Investigates relationships between school and Classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of Classroom environment (student affiliation, interactions, co‐operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and Classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the Classroom.
Campbell J. Mcrobbie - One of the best experts on this subject based on the ideXlab platform.
-
relationship between school Level and Classroom Level environments in secondary schools
Journal of Educational Administration, 1997Co-Authors: Jeffrey P. Dorman, Barry J. Fraser, Campbell J. McrobbieAbstract:Investigates relationships between school and Classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of Classroom environment (student affiliation, interactions, co‐operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and Classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the Classroom.
-
Relationship between school‐Level and Classroom‐Level environments in secondary schools
Journal of Educational Administration, 1997Co-Authors: Jeffrey P. Dorman, Barry J. Fraser, Campbell J. McrobbieAbstract:Investigates relationships between school and Classroom environment. Explains how in Australian secondary schools, instruments were developed and validated for assessing seven dimensions of school environment (empowerment, student support, affiliation, professional interest, mission consensus, resource adequacy and work pressure) and seven dimensions of Classroom environment (student affiliation, interactions, co‐operation, task orientation, order and organization, individualization and teacher control). The study involved a sample of 2,211 students in 104 year nine and year 12 religious education and science classes and 208 teachers of religious education and science in Catholic and government secondary schools. Indicates that weak relationship between school and Classroom environments emerged, suggesting that the school environment cannot be assumed to transmit automatically to the Classroom.